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Collaborative Problem-Solving

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Collaborative Problem-Solving

Teachers and administrators talk about using Plan 'B' and CPS.

Members: 6
Latest Activity: Oct 23, 2011

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Started by Erin Paynter Feb 6, 2011. 0 Replies

Please post any questions, experiences or thoughts about using Dr. Ross Greene's CPS model in your school.

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Comment by Dale Jarvis on February 6, 2011 at 7:58pm

Hi Erin,

Have you watched Stuart Shanker speak about self-regulation?  He's great.  We watched a live webcast recently but it hasn't been archived yet - it will be here soon: http://bcelc.insinc.com/earlylearning/20110127/  

My experience using CPS was with a grade 6 boy and his parents.  He has been called all kinds of unkind things - lazy, unreliable, etc.  We sat down together and I started by saying that I knew he wanted to do well in school and behave appropriately, and I wanted to help him figure out what was preventing that.  As we went through the empathy step he started talking and told us how he couldn't remember things, for example, he once was told to take the garbage out and the next thing he knew he was in his bedroom holding a bag of garbage and wondering why.  It was very powerful for all of us to hear that story.  Our IS teacher did a quick memory test and he came out at a grade 1-2 level - and he's a bright grade 6.5 student.  We're now working on strategies, and everyone is feeling more hopeful.  

I'm anxious to use CPS with a grade 1 boy who has lagging skills, but is slowly but surely being turned into a "behaviour" kid.  CPS gives me hope!

Comment by Erin Paynter on February 6, 2011 at 7:43pm

Hi Dale,

I think your question about self-regulation and its connection to learning is a great one for group inquiry.  I recently had a discussion with my superintendent about what teachers' expectations are around "independent work".  I suggested that most teachers think of independent work as a matter of compliance (e.g., sitting and working quietly), rather than one of actively focusing, engaging and  participating in the learning, quiet or not. In other words, a child can physically make themselves sit quietly and work and teachers think they're learning (which some may be), but certainly the opposite is true as well.  A student can be moving, talking, sharing, still regulating oneself appropriately, and also learning.  But we've been brainwashed into thinking this is somehow off-task.  Certainly one could equal the other, but not necessarily the other way around. I think we need to enhance our idea of what self-regualtion is and how it interplays with learning.

As for your last question, I've read Lost at School and Explosive Child, plus I've been through Dr. Greene's site.  This is why I wanted to start this group so that we can be each others' resources.

Thanks for joining.

~Erin

Comment by Dale Jarvis on February 6, 2011 at 7:29pm

Wow - this is exciting for me.  I'm new to CPS, but have tried it once with a child and his family with incredible results.  Everyone left feeling affirmed and hopeful - full of possibilities.  I'm sharing with staff and my Appreciative Inquiry group... our question is: What do we know about self-regulation and why is it important for learning.  I'm reading Lost at School and browsing the Lives in the Balance website - what else can I explore?

 

 

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